Emotions while reading literature in multicultural groups

Abstract

The article presents a qualitative hermeneutic study on literary interpretive interaction in multicultural teachers' groups. Participants were Jewish and Arab teachers in Israel who read a story by Kafka. The objectives of the study were to learn in what ways readers express emotions towards the Other in the text as well as the Others in their learning groups. The activity aimed at generating a literary interpretive discourse and promoting interactive learning involving willingness to face the Other with keen attention and dignity. Learners' oral and written interactions with the Other—in the text and with peers—were examined. The findings indicate a variety of ways of relating to the textual Other by filling textual gaps, interpreting symbols and explicitly expressing emotions. The interaction among the learners was characterized by (1) acquaintance and seating arrangements; (2) cooperation; (3) sharing; (4) facing the Other. However, not all participants expressed receptive emotions, especially towards their groupmates. The study has implications for the teaching of literature in multicultural classrooms.